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Research abounds on the importance of phonic development as an integral aspect of reading success as well as the use of technology in schools for the promotion of key reading skills. This study focuses on the use of existing phonic software in a primary school as part of the literacy programme. It utilizes a mixed method approach to closely examine the responses of participants through careful observation of interactions with existing software in a prepared environment. The findings reveal thatdoi:10.31686/ijier.vol8.iss8.2529 fatcat:7qf5mhedffbpldc2nb3z46i4ta